ABSTRACT In this study, we explored the alignment between initial transfer intent and subsequent course-completion patterns among 1,668 first-time STEM-aspiring students at two-year institutions. Using survey and transcript data, we conducted latent profile analysis and subsequent path analysis that revealed five distinct course-completion patterns: Trailing/Time-Out, Non-transfer-Focused, Transfer: STEM Concentrated, Transfer: Humanity/Social Science Con-centrated, and Transfer: Developmental Education Concentrated. Students’ math and science self-efficacy, academic engagement, and transfer-oriented interactions moderated the alignment between initial transfer intent and later course completion patterns. Based on the findings, we discuss the importance of cultivating strong academic self-efficacy and building effective advising practices to help students actualize their transfer intent.

中文翻译：

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调和意图与行动：与 STEM 两年制大学生的转学意图与课程完成模式一致的相关因素

摘要 在这项研究中，我们探讨了两年制机构的 1,668 名首次 STEM 有抱负的学生的初始转学意图与随后的课程完成模式之间的一致性。使用调查和成绩单数据，我们进行了潜在概况分析和随后的路径分析，揭示了五种不同的课程完成模式：落后/超时、非转移重点、转移：STEM 集中、转移：人文/社会科学集中，和转移：发展教育集中。学生的数学和科学自我效能、学术参与和以转学为导向的互动调节了最初的转学意图和后来的课程完成模式之间的一致性。根据调查结果，